Aligning information technology and business strategy with a dynamic capabilities perspective: A longitudinal study of a Taiwanese Semiconductor Company

Strategic alignment involves the development and reconfiguration of information technology (IT) to support business strategies. This paper applies the dynamic capabilities perspective to analyze the strategic information system alignment process. The paper further argues the approach is constructive in understanding and overcoming difficulties in achieving and sustaining alignment. From a longitudinal case study of a semiconductor company in Taiwan, the results show an unaligned strategic information system (with an implemented IT strategy that varies from the intended IT strategy) impedes the development of IT. Path dependence, or the implications of prior IT decisions, is another barrier for alignment. A broader view of intended alignment, focusing on IT combined with clear business vision, can be beneficial for adding future IT resources. In addition, dynamic capabilities, which are critical for the creation and strength of IT resources, positively influence the alignment process and its future implementation success.     

青少年训练主体概念的重建

在原有的运动训练学的背景下,我们在此处描述的对运动训练质的研究设计肯定会被看作是在以自然科学中的量为主导的学科中的一个例外,我们的研究目的在于获得对青少年训练对象的理解。站在教练员的立场,与此项研究相关的方面是错综复杂的,换句话说,此项研究的重点不是研究者的视角,更多的是被研究者的立场观点。本项目的研究内容是青少年训练过程中运动员主观条件的重要性,研究重点是探讨无法进行标准化研究的知识所适用的研究形式。调研几乎涵盖了儿童及青少年训练阶段的全部时间节点,采取了部分标准化、主线鲜明的采访形式,使得调研目的得以完美实现：实事求是地凸显出青少年竞技类运动项目训练体系的内在特征,并且可以对这些特征的合理程度在各种运动项目的对照下进行比较分析。与量化研究方法相比,成功青少年训练的主体概念项目强调了质性研究方法的特征,其采用的调查分析方法体现了探索特性,重建或建设性的特性和形成理论的特性。然而在调查结论中得出了一个成功青少年教练主观理论的逻辑,完全颠覆了针对调研中心思想预先规定的主题结构,有必要通过实验进行更多以客观认知与调查分析为基础的干预性研究,以澄清青少年训练中一些尚不明确的细节问题。此外,在研究成功的青少年训练时,如不考虑教育学、心理学、社会学等方面的因素,我们无法单单从训练科学的角度出发就能足够系统化地分析儿童和青少年在“日常理论”中的训练过程。     

Early learning about light: mapping preschool children's thinking about light before,during and after involvement in a two week teaching program

This paper reports the findings of a study which sought to first, find out four‐year‐old children's views on light and dark and second, trace the development of children's thinking about the scientific concept of light during a two‐week teaching program.